Date of Graduation

Spring 5-25-2025

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Learning and Instruction

Program

Learning & Instruction EdD

First Advisor

Dr. Sedique Popal

Second Advisor

Dr. Matthew Mitchell

Third Advisor

Dr. Kevin Oh

Abstract

This study employed a quasi-experimental design to investigate the effectiveness of Dynamic Written Corrective Feedback (DWCF) in correcting stabilized grammatical errors among adult ESL learners. It examines the efficacy of Dynamic Written Corrective Feedback (DWCF) in addressing stabilized grammatical errors in adult ESL learners at the intermediate level of a writing course, focusing on a case study at a community college in the Bay Area, California. The research explores learners' perspectives on DWCF, examining its effectiveness in addressing stabilized grammatical errors and assessing the challenges and benefits of incorporating DWCF into English as a Second Language (ESL) instruction. The theoretical framework of this study is anchored in the Skill Acquisition Theory (SAT) and the Zone of Proximal Development (ZPD), exploring two key research questions: the impact of Dynamic Written Corrective Feedback (DWCF) on linguistic accuracy, particularly in correcting ingrained grammatical errors, learners' perceptions and experiences with DWCF, and the advantages and disadvantages of implementing DWCF in ESL teaching for grammatical proficiency. The paper begins by highlighting the criticality of writing skills for adult English learners, especially for their academic and career progression, and discusses the role of grammar in writing proficiency. It then provides an overview of stabilized errors in second language learning, focusing on grammatical errors, followed by an analysis of the role of feedback in correcting writing errors and a comparison of various feedback methods. The study concludes with a comprehensive examination of DWCF's effectiveness and its pedagogical implications, suggesting future research directions regarding its impact on grammar correction in intermediate ESL writing.

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